New Innovations in the Development of Practice Placement Education for Student Dietitians

This paper discusses the collaborative approach between the higher education institution and the practice placement educators on this work-based learning partnership. The partnership work has highlighted the need for an inclusive approach to all practice placement settings which facilitates the creation of a clear support structure for placement mentors/assessors. A standardised, explicit assessment process that contributes to progressive skills acquisition and the requirement that practice placement is fully integrated into the academic curriculum have, furthermore, been identified. Self-directed learning, self-assessment and reflective practice are professional skills which need to be viewed as outcomes of practice placement and the training of practice placement educators must be within a process that acknowledges and uses their experience